Filed under: Capitalism, Domestic Policy, Economics, Economy, Free Markets, Freedom, History, Literature, Military, Politics, Science/Technology | Tags: Explaining Intelligence, Herbert E. Meyer, Hillsdale College
Herbert E. Meyer served during the Reagan Administration as Special Assistant to the Director of Central Intelligence and Vice Chairman of the CIA’s National Intelligence Council. He is a recipient of the U.S .National Intelligence Distinguished Service Medal, the author of several books, including Real-World Intelligence and Hard Thinking, and many of his speeches are available on YouTube.
In the most recent copy of Imprimus, an excerpt from a recent speech on Intelligence is fascinating. “How Intelligence Works (When It Does)”
Just utter the word “intelligence” and most people conjure up images of spies, secret satellites peering down on foreign cities and terrorist camps, and rooms full of young technocrats reading private emails and listening to private conversations. These images are accurate, but they reflect the tools and techniques of our intelligence service, rather than its purpose.
To understand its purpose, think of a jumbo jet flying at night through turbulent skies—thunder clouds, lightning, other airplanes streaking in all directions and at all altitudes. To navigate through this, the pilot and his crew rely on their radar—the instrument that paints a picture of their environment, enabling them to see what’s going on around them and what lies ahead so they can chart a safe course. Radar doesn’t tell the captain and his crew what to do, but it gives them the accurate information they’ll need to make good decisions.
Our intelligence service is our nation’s radar. Its purpose is to provide the president and his national security team with an accurate picture of what’s going on in the world and what’s likely to happen in the days, months, and years ahead. The assumption is that if the president and his team have this information, they can chart a safe course for our country. And if they can see the distant future soon enough and clearly enough—and if they don’t like what they see—they can take steps to change the future before it happens.
Good intelligence is a combination, he says, of information and insight. Information is the raw material, while insight is the finished product.The key to producing good intelligence lies in getting this combination of information and insight right. …You start with a thesis—in other words you decide what you want to know, then you send your collectors out to get it. The key is asking the right question.
In the period from the end of World War II until 1981, every president’s objective had been not to lose the Cold War. If things were no worse when a president left office than when he took office—he’d done a good job. President Reagan, instead, wanted to win the Cold War. He had switched from Defense to Offense. His Director of Central Intelligence asked the CIA’s Soviet Division two questions. Where is the Soviet Union weak? and Where is it most vulnerable? The answer he received was: We don’t know. No one’s ever asked this before.
You can read the rest of this most interesting post at the link above.
Imprimus is a brief publication from Hillsdale College delivered to your email once a month. You can subscribe, it’s free. They also offer a number of free courses you can take. Hillsdale receives no federal money, remains stubbornly independent and teaches subjects like the Constitution and American History, things like that. No safe spaces, no riots. Excellent professors. Real education.
Filed under: Bureaucracy, Democrat Corruption, Domestic Policy, Education, Freedom, Heartwarming, Literature, Politics, Progressivism, The United States | Tags: American Education, Richard Mitchell, The Work of a Mind
“Schooling is done in public places, but the roots of an education grow only in the hidden ground of the mind. Lessons are taught in social institutions but they can be learned only by private people. The acts that are at once the means and the end of education: knowing, thinking, understanding, judging, are all committed in solitude. It is only in a mind that the work can be done. There is no such thing as “collective thinking.” Our schools can be an instrument for socialization or an incentive to thoughtfulness, but they cannot be both.”
…”At the root of our widespread and institutionalized illiteracy is a fevered commitment to socialization and an equally unhealthy hostility to the solitary, and thus probably anti-social work of the mind. In school, the inane and uninformed regurgitations of the ninth-grade rap session on solar energy as a viable alternative to nuclear power are positive, creative, self-esteem-enhancing student behavioral outcomes; the child who sits alone at the turning of the staircase, reading, is a weirdo. The students did not bring that “appreciation” to school: they learned it there.”
………………………………………………………. Richard Mitchell
……………………………………………………….The Graves of Academe
Filed under: Capitalism, Cool Site of the Day, Education, Intelligence, Literature, Technology | Tags: Appreciation of the Ordinary, Cesar Hidalgo, Knowledge and Knowhow
In my talks I often ask the attendees to raise their hands if they have used toothpaste that morning. [Then] I ask audience members to keep their hands up only if they know how to synthesize sodium fluoride. As you can imagine, all hands go down. . . .
When we are buying toothpaste we are not simply buying paste in a tube. Instead we are buying access to the practical uses of the creativity of the person who invented toothpaste, the scientific knowledge informing the chemical synthesis that is required to make toothpaste, the knowhow required to synthesize sodium fluoride, put it inside a tube, and make it available across the planet, and the knowledge that fluoride makes our teeth stronger and has beneficial effects on our health. Something as simple as toothpaste gives us indirect access to the practical uses of the imagination, knowledge, and knowhow that exist, or existed, in the nervous systems of people we have probably never met.
Filed under: Architecture, Art, Education, History, Literature, Music, Science/Technology | Tags: Getting History Right, Gothic Cathedrals, Plagues
Medieval, the Dark Ages, a time of plagues and starvation, and gloom. Where did we get those ideas? And what was the real truth? Here’s a little historical correction for us.
Filed under: Domestic Policy, Education, Freedom, History, Literature, Progressives, The United States, United Kingdom | Tags: Heather MacDonald, The Western Canon, William Shakespeare
Is ar childrin lerning? Good question. The humanities are clearly in trouble. It is a mindset in the faculty and administrators. They’ve been trying to get rid of the canon ever since the sixties. I think the elimination of Shakespeare has been fairly recent. I was lucky enough to have a recognized Shakespearean expert as my professor. He had a wonderful voice, and some days he would simply read to the class, for he knew we had trouble with Shakespearean English. Other days, he would go deeply into the history of the period, and the real history on which the plays were based. Loved the course.
Filed under: Architecture, Art, Europe, History, Literature, Music, Pop Culture, United Kingdom | Tags: Architecture- Art & Learning, Considering the Middle Ages, Not so Dark - Dark Ages
Professor Anthony Esolen for Prager University. We’ve been told that the Middle Ages, also known as the Dark Ages, were characterized by oppression ignorance and backwardness in areas like human rights, science, health and the arts? We have been misled.